Module Code - Title:
MU5072
-
MUSIC THERAPY PRACTICE 1
Year Last Offered:
2025/6
Hours Per Week:
Grading Type:
N
Prerequisite Modules:
MU5211
Rationale and Purpose of the Module:
1. For students to understand, integrate and apply a range of developmental theories relevant to music therapy practice
2. For students to develop music skills relevant to clinical engagement and facilitation in a range of therapeutic contexts
Syllabus:
Through a series of expert lectures and personal study, students will develop their knowledge of a range of theories and topics relevant to music therapy practice including; developmental theory (sociological and psychological) relating to development through the lifespan and musical development/identity through infancy, childhood and adolescence; developmental disorders of childhood û e.g. ASD, SLI, developmental delay, genetic conditions (such as Down Syndrome, Rett Syndrome). Students will develop an understanding of theories relating to person in context û e.g. BronfenbrennerÆs nested model of the environment - and will receive an introduction to topics including; family theory; lifespan approach to assessment and intervention; stress, coping and adjustment. Students will consider issues in ethical behaviour in therapy practice.
Through weekly workshops, students will develop music skills relevant to the practice of music therapy including; keyboard and vocal improvisation; music writing skills; ensemble skills
Learning Outcomes:
Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)
1. Identify and describe the main features of cognitive, physical and emotional development through the human lifespan
2. Demonstrate understanding of key theories of child development
3. Critically reflect on the applications and limitations of theories reviewed in class
4. Examine ecological theory as an area of discrete study
5. Critique the usefulness of social/family theory concepts in clinical work with children, adults and family groups
7. Relate key issues in the application of theories of stress and coping
6. Develop in-depth understanding of the aetiology and features of particular disorders of development
Affective (Attitudes and Values)
1. Reflect on the ways in which theories of stress and coping have relevance to personal experiences, and to consideration of the experiences of others
Psychomotor (Physical Skills)
1. Develop further and refine their skills in vocal improvisation, song singing and improvisatory accompaniment (on keyboard, guitar and percussion)
2. Apply knowledge of musical development in childhood in analysis of childrenÆs play activity
How the Module will be Taught and what will be the Learning Experiences of the Students:
Expert lectures, personal study and workshops on music skills relevant to music therapy practice.
Research Findings Incorporated in to the Syllabus (If Relevant):
Research findings are incorporated into the syllabus where relevant
Prime Texts:
Brunk, B. (2000)
Music therapy: Another path to learning and communication for
, Future Horizons
Corke, M (2002)
Approaches to communication through music.
, David Fulton
Coupe O¿Kane, J. & Goldbart, J (1998)
Communication before speech: Development and assessment.
, David Fulton
Hargreaves, D.J (1986)
The developmental psychology of music
, Cambridge University Press
Sloboda, J. (1996)
Musical beginnings: Origins and development of musical
, OUP
Ware, J. (2003)
Creating a responsive environment for people with profound and
, David Fulton
Wigram, T. (1999)
Clinical applications of music therapy in developmental disability,
, Jessica Kingsley
Bean. J. & Oldfield, A (1991)
Pied piper: Musical activities to develop basic skills.
, Cambridge University Press
Lande, A. (1997)
Marvelous mouth music [Sound recording CD]: Songs for speech
, Belle Curve Records.
Other Relevant Texts:
Programme(s) in which this Module is Offered:
Semester(s) Module is Offered:
Module Leader:
triona.mccaffrey@ul.ie